Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver TLIF3096, 'Carry out emergency response to a dangerous goods incident'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Carry out emergency response to a dangerous goods incident' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Identify incident response procedures | 1.1 | Company procedures for responding to incidents and emergencies are accessed and explained |
1.2 | Procedures for accessing first aid are determined | ||
1.3 | Familiarisation with the use of fire safety equipment is demonstrated | ||
2 | Respond to incident | 2.1 | Nature, extent and degree of incident threat are assessed in accordance with emergency procedures |
2.2 | Guides for product being carried are located, and UN number and shipping/technical name are obtained from available documents | ||
2.3 | Resources and vulnerability of situation are analysed | ||
2.4 | Key people and relevant support agencies are identified and notified of incident and product details | ||
2.5 | Instructions and support are sought from key people and support agencies in accordance with emergency procedures and TERP | ||
3 | Apply emergency strategies | 3.1 | Safety and security procedures are complied with in all actions |
3.2 | Personal protective equipment (PPE) is selected and used in accordance with requirements of the situation, and WHS/OHS and emergency procedures | ||
3.3 | Welfare of people is guarded and protected as the first priority of any action | ||
3.4 | Exclusion zone is established around incident site | ||
3.5 | Safe access and exit are maintained for emergency services in accordance with emergency procedures and situational analysis | ||
3.6 | Controls are selected and applied to achieve objectives with minimum damage to people and the environment | ||
3.7 | Immediate response to threat or danger to people is provided while preserving personal safety, in accordance with emergency procedures | ||
3.8 | Emergency first aid treatment of minor injuries is carried out correctly and details of treatment administered are reported accurately to incident response leader | ||
4 | Communicate with and complement other personnel | 4.1 | Effective communication and documentation with key people and support agencies are constantly maintained |
4.2 | Activities are consistent with incident response leader’s plan of action | ||
4.3 | Work of other key people and support agencies is supported by own actions | ||
5 | Monitor the environment and the incident | 5.1 | Factors that may create or increase risk of injury or damage are constantly assessed and reported to incident response leader |
5.2 | Hazard controls are monitored to ensure continued effectiveness | ||
5.3 | Own and others’ health and morale are monitored and maintained | ||
5.4 | Changes in conditions and behaviour are identified and reported | ||
6 | Assist with recovery from incident | 6.1 | Evidence relating to incident cause is preserved and recorded as far as possible |
6.2 | Appropriate assistance is provided in accordance with emergency procedures | ||
6.3 | Emergency equipment is returned to a state of readiness as soon as is reasonably possible | ||
6.4 | Debriefings are attended and participated in as required | ||